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The Impact of Tutor Gender Match on Girls' STEM Interest, Engagement, and Performance

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Title: The Impact of Tutor Gender Match on Girls' STEM Interest, Engagement, and Performance
Language: English
Authors: Joshua Bleiberg (ORCID 0000-0003-0291-3244), Carly D. Robinson (ORCID 0000-0002-0663-1589), Evan Bennett (ORCID 0000-0002-0118-9218), Susanna Loeb
Source: American Educational Research Journal. 2026 63(3):514-543.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 30
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Grade 9
High Schools
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Gender Differences, STEM Education, Student Interests, Females, Role Models, Grade 9, Attendance, Self Concept, Mathematics Education, Student Attitudes, Mathematics Teachers, High School Students, Tutors, Student Empowerment, Mathematics Achievement, Algebra, Distance Education, In Person Learning
DOI: 10.3102/00028312261417332
ISSN: 0002-8312
1935-1011
Abstract: Gender disparities in STEM persist despite girls performing as well as boys academically, suggesting girls may benefit from role models who shape their perceptions of STEM. We examine whether female math tutors influence girls' STEM interest, attendance, and performance. We randomly assigned 422 ninth-grade students taking Algebra 1 to a same-gender or opposite-gender tutor. Girls assigned to female tutors reported higher STEM interest (.73 SD) and were more likely to pass the course with a C- or better (3.9 percentage points) than those with male tutors. We found no impact on attendance. Effects were stronger for students working with tutors in-person rather than virtually. We provide the first experimental evidence that female tutors can boost girls' STEM self-concept and academic outcomes.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505175
Database: ERIC
FullText Text:
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  Data: The Impact of Tutor Gender Match on Girls' STEM Interest, Engagement, and Performance
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Joshua+Bleiberg%22">Joshua Bleiberg</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0291-3244">0000-0003-0291-3244</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carly+D%2E+Robinson%22">Carly D. Robinson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0663-1589">0000-0002-0663-1589</externalLink>)<br /><searchLink fieldCode="AR" term="%22Evan+Bennett%22">Evan Bennett</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0118-9218">0000-0002-0118-9218</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susanna+Loeb%22">Susanna Loeb</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22American+Educational+Research+Journal%22"><i>American Educational Research Journal</i></searchLink>. 2026 63(3):514-543.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
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  Data: 30
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  Label: Publication Date
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Models%22">Role Models</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink>
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  Data: 10.3102/00028312261417332
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  Data: 0002-8312<br />1935-1011
– Name: Abstract
  Label: Abstract
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  Data: Gender disparities in STEM persist despite girls performing as well as boys academically, suggesting girls may benefit from role models who shape their perceptions of STEM. We examine whether female math tutors influence girls' STEM interest, attendance, and performance. We randomly assigned 422 ninth-grade students taking Algebra 1 to a same-gender or opposite-gender tutor. Girls assigned to female tutors reported higher STEM interest (.73 SD) and were more likely to pass the course with a C- or better (3.9 percentage points) than those with male tutors. We found no impact on attendance. Effects were stronger for students working with tutors in-person rather than virtually. We provide the first experimental evidence that female tutors can boost girls' STEM self-concept and academic outcomes.
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  Label: Abstractor
  Group: Ab
  Data: As Provided
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  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1505175
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    Identifiers:
      – Type: doi
        Value: 10.3102/00028312261417332
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
        StartPage: 514
    Subjects:
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Student Interests
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Role Models
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      – SubjectFull: Grade 9
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      – SubjectFull: Attendance
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      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Mathematics Teachers
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      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Tutors
        Type: general
      – SubjectFull: Student Empowerment
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: In Person Learning
        Type: general
    Titles:
      – TitleFull: The Impact of Tutor Gender Match on Girls' STEM Interest, Engagement, and Performance
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            NameFull: Evan Bennett
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              M: 06
              Type: published
              Y: 2026
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              Value: 0002-8312
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              Value: 1935-1011
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              Value: 63
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